Simon Ayesse, SGA Liaison, read
a letter into the record from the Student Government Assembly to reflect their
unanimous vote regarding the question of offering awards at the 2013
Undergraduate Research Program:

SGA Liaison Ayesse made
comments about the SGA’s vote and decision.

President Sahami opened the
floor for discussion. President Sahami commented on the advisory committee’s major
concerns regarding the competitive aspect of awards working against the
collaborative spirit. There was no discussion.

A poll was called to survey
senators’/departments’ opinion of whether the Undergraduate Research Conference
Planning Committee should continue to present university-wide presentation
awards.

Vice President Ortiz gave an overview
of the composition of the New Media Advisory Group and its charge by Drs.
Zerkovich and Lutes to advise the university on the evaluation, planning, and implementation
of the mobile app, digital signs, and kiosks on campus. She explained that the
current mobile app is student-centric. An email will be sent out to all faculty
(should take about five minutes to complete) asking what kind of content and
functions to faculty want on a mobile solution.

President Sahami called for discussion.
There was none. The Senate was asked to let their faculty know to look for the
upcoming survey.

President Sahami thanked them
for their report, requested a copy of the information so that he could forward
it to the Senate to be shared, and opened the floor for discussion. President
Sahami had seen the presentation earlier at the ASA meeting and commented on
how remarkably close the correlation was to the faculty survey results, with one
notable exception. One slide reported how a large margin of students felt they
had the resources and information they needed to get a good education was then compared
to the counterpoint faculty survey question “did faculty have the resources and
information to do their job” that received a low measurement response. In discussion after the
meeting, the explanation of the incongruent responses was credited to the
additional value faculty bring to their classrooms that has translated into
student confidence.